This article aims to follow up the institutionalization process of the primary education in the rural areas of Bessarabia (today Republic of Moldova), during the inter-war period (1918-1940), from the perspective of the application of the corporal punishment in the public schools. The application of the corporal punishment also interacted with certain matters related to the everyday process of the primary education in the villages, such as the teachers' relationships with the local community, the school attendance, or the internal group dynamics within the pedagogical collectives in the rural schools. The corporal punishment was codified and became increasingly scarce in the inter-war years, correspondingly with the change of the attitudes both of the teachers and the pupils' parents towards the primary school.
The article focuses on projects, which are managed by the EU in the field of education and training, recent changes to the EU policy in educational programmes. Erasmus+ unites programmes and actions in the field of education and training, fostering the EU added value in education and European dimension. It gives an insight into the concept of projects management in education, European legal regulations, specific European programmes in education and training.
In: Analele Universității București: Annals of the University of Bucharest = Les Annales de l'Université de Bucarest. Științe politice = Political science series = Série Sciences politiques, Volume 14, Issue 2, p. 63-73
This article aims to present the situation of the foreign students in general – and of Romanian students in particular – studying at German institutions of higher education during the Third Reich. Beyond its quantitative considerations, which prove how intense was the migration of Romanian students to Nazi Germany the article highlights the political role assigned to the Romanian students by the Nazi authorities, as well as the political and ideological impact that the study in the Nazi universities had on the Romanian youth.
It is certain that contemporary higher education institutions have entered the era of great transformation. The environment they operate in has changed fundamentally: professional knowledge and skills have become the main generator of economic development. At the same time, the university is no longer the only provider of high-quality knowledge. Competition on the market of knowledge and academic education services is getting tougher. The efforts made by national education in modernizing and reforming the national higher educational system, in the context of European rigors and exigencies, would not be that obvious if they were not supported by our international partners through various community programs. The successful promotion of reforms in the educational system becomes possible only in terms of identifying, taking over good European practices in the field and implementing/ institutionalizing beneficial and valuable elements for the national higher education system. Good enforcement of reforming provisions is not possible unless there is a cooperative framework between the three main actors. The government shall implement new modern policies in higher education system; the civil society, on its turn shall take the responsibility and availability to be engaged in the reforming processes, and the higher education institutions shall accept the new context and implement the reforms on the institutional level, cooperating in the same way with the other two actors, meanwhile paying attention to the labour market.
In Romania, anual, zeci de mii de tineri aleg sa isi continue studiile dupa incheierea ciclului liceal aplicand la facultate. Potrivit INS, în 2015, peste jumatate dintr-un numar de aproximativ 400 000 de studenti inscrisi la licenta, sunt concentrati in 4 orase: Bucuresti, Cluj, Iasi si Timisoara. Majoritatea studentilor venind din provincie, aplica pentru a obtine un loc la camin insa din pacate aceasta este o resursa insuficienta raportata la cererea in continua crestere. Astfel, in acest articol imi propun sa discut problematica distribuirii unei resurse limitate printr-o abordare de tip top down aplicand dreptatea ca echitate dezvoltata de John Rawls. Scopul este de a vedea in ce masura putem identifica criterii de departajare echitabile.
The present study investigates the major problems and challenges faced by the Romanian educational system during the last years of Nicolae Ceauşescu's regime. My main focus is on the so-called "polytechnic" education as a mean to reform and improve the system, and the debates it generated starting with the late 1970s. Consequently, the paper also examines the evolution of the debate and the top-down and bottom-up projects and initiatives to reform the educational system during the first decade following the collapse of the communist regime in Romania in December 1989. The aim is to present the clashing visions of different actors over the idea of reform and the urge to implement it, nonetheless to reveal the long term deadlock generated by this situation within the Romanian educational system.
The study presents the results of focus groups conducted in December 2019 with students, professors of the Technical University "Gheorghe Asachi" in Iasi, but also with entrepreneurs working with them. He measured the satisfactions and dissatisfactions of each group compared to the other two, the needs of professionalism, collaboration, skills and competencies had and requested, entrepreneurial education, future prospects.
The study presents in-depth interviews with decision makers from the Polytechnic University of Timisoara on the involvement of students in practice, research activities, their support for employment, the relationship with the faculties after graduation and the prospects for the coming years.
The study was conducted on a sample of 81 entrepreneurs who hired graduates of the Polytechnic University of Timisoara and measured the strengths and weaknesses of graduates, skills and competencies, the need for continuous professional training, willingness to practice students , the desire to make them responsible and specialize, the collaboration with the University and with the student organizations.
The study includes the results of the survey conducted on 241 students of the Polytechnic University of Timisoara in December 2019, which measured the self-assessment of their professional skills and abilities, perception of the faculty, practice activities, hopes after graduation.
In: Analele Universității București: Annals of the University of Bucharest = Les Annales de l'Université de Bucarest. Științe politice = Political science series = Série Sciences politiques, Volume 16, Issue 1, p. 71-98
his paper aims to illustrate how institutionalized education has been a significant identity management strategy for an ethnic group in Romania. After its foundation in 1872, the University of Kolozsvár (Cluj) was regarded as a provincial higher education establishment within the Austro-Hungarian Empire, meant to satisfy merely regional demands. Although legally the two Hungarian universities (in Budapest and Kolozsvar) were considered equal in rank, government and society gave priority to the first one. It is only over time that the University of Kolozsvár proved its utility. This change of image resulted in a leading position, especially at the start of the twentieth century. After the outbreak of the World War I, the activity of the University witnessed disruptions due to the drafting of many professors and students into the Army. The end of the the war not only meant the achievement of 'national unity' for Romania, but also generated significant changes for Ferenc József University, beginning with the process of dismissing minorities from the public sector and replacing them with Romanians. After the Second Vienna Award, the University of Cluj became Hungarian once again. The historical lesson of the inter-war period on the treatment of minorities had to be prevented from repeating itself, and within the new geopolitical context the USSR seemed the guarantor for the final resolution of the ethnic rivalries and resentments. In this ideological context, on 29 May 1945 two royal decrees sanctioned the functioning of two distinct universities in Cluj; the Hungarian university János Bolyai officially opened its doors. The preservation of a representative higher education institution for the Hungarian minority in Cluj, adapted to the new political realities, was achieved. But after Stalin's death in 1953 the feelings of 'national specificity' resurged, and national histories were re-individualized and reconstructed. The events in Budapest in the autumn of 1956 offered further reasons for central authorities to rethink the 'national domain'. In the years to come, propaganda insisted on the futility of institutional separation between the Romanian and Hungarian students in Cluj. Hence, a meeting of the unification commissions, held in 1959 led to the fusion of the two universities. This evolution of the University of Cluj shows the constraints, openings, compromises, and 'avatars' of the most important institution of higher education in Transylvania, which continues to function as a source of symbolic prestige and social capital for both Hungarians and Romanians.
The study presents the results of surveys conducted among entrepreneurs, teachers and students in December 2019 and aimed to measure investment in education to increase the skills and competencies required by the labor market, both students and teachers, the links between faculties and companies differences in perception and communication in the area.
Created by the Hungarian Minister of Instruction and Religion in an attempt to depopulate the Universities of Hungary from the big number of auditors, the Romanian Era of the Law Academy of Oradea began with two academic years, 1919-1920 and 1920-1921, of transition from the Hungarian authorities to the Romanian ones. Due to the efficiency of the Dirigent Council of managing the issues of the Transylvanian education, during 1919 and the first half of 1920, the Academy's activity was not interrupted. The students could continue the studies in similar conditions as those existing before 1918, fact that helped many of them sustain both, the main exams, the final state ones and those of Justice. At the end of the three transitions years, the education institution of Oradea was able to begin the academic year 1921-1922 in normal conditions.
